Art and Design Teacher, Roundhay High School

Thanks to:

Key contributors to the English Materials:

Lynne Ware, Beckfoot Upper Heaton High School, Bradford Gill Morley, Priesthorpe High School, Leeds Mat Carmichael, Roundhay High School, Leeds Special thanks to students from Benton Park High School, Leeds for all the images included in these materials.

Other W.C.T. Subject Teachers: Lorraine Waterson, Head of History and Politics, Rodillian Academy, Leeds

Hayley Ashe, History, Rodillian Academy, Leeds

Richard Baker, Head of History, Lawnswood High School, Leeds

Andrew Bennett, Head of History, Allerton Grange High School, Leeds

Lydia Jackson, History Teacher, Abbey Grange C of E High School, Leeds

Judith Hart, Head of History, Priesthorpe High School, Leeds

Rachel Wilde, History Teacher, The Morley Academy, Leeds

Tom Butterworth, Head of Geography, Priesthorpe High School, Leeds

Jane Dickinson, Geography Teacher, The Morley Academy, Leeds

Rachel Gibson, Head of Geography, Allerton High School, Leeds

Michelle Minton, The Morley Academy, Leeds

Ian Underwood, Roundhay High School, Leeds

Clair Atkins, Head of MFL, Lawnswood High School, Leeds

Sue Dixon, Art and Design, Benton Park High School, Leeds

Thanks also for invaluable insights and support from:

Diane Maguire, Lecturer in Education, Leeds Trinity University

Mary Maybank, Psychology and Sociology Teacher, Leeds

Liz Allum and Barbara Lowe, Reading International Solidarity Centre, Reading

Humanities Education Centre, Tower Hamlets, London

Paul Brennen, Deputy Director Leeds Children and Young Peoples’ Service, Leeds

Steve Pottinger for permission to reprint #foxnewsfact from More Bees Bigger Bonnets published by Ignite Books

Design by Hardwired

Users may copy pages from this pack for educational use, but no part may be reproduced for commercial use without prior permission from Leeds DEC. 2 All materials are also available to download from: www.globalschools.org.uk/english “Once you allow yourself to identify with the people in a story, then you might begin to see yourself in that story even if on the surface it’s far removed from your situation. This is what I try to tell my students: this is one great thing that literature can do - it can make us identify with situations and people far away. If it does that, it’s a miracle.”

Chinua Achebe

Contents Introduction 4

Delivering Spiritual, Moral, Social and Cultural aspects of learning 6-9

Reflection criteria for teachers 10

Quality principles in Global Education 11

Global Learning Teaching Toolkits 13

World Class Teaching Project Global Learning Framework Introduction Global Learning in English Literature

The World-Class Teaching programme aimed to improve teachers’ capacity to bring Global Learning into the classroom, developing quality teaching and learning materials for their specific subjects, worthy of Ofsted ‘outstanding’ rating.

A recent UNESCO study recognises that although Global Education in different countries and communities is offered in different ways, it nevertheless has a number of uniting elements. The most important among these is fostering in learners: • an attitude supported by an understanding of multiple levels of identity, and the potential for a “collective identity” which transcends individual, cultural, religious, ethnic or other differences; • a deep knowledge of global issues and universal values such as justice, equality, dignity and respect; • cognitive skills to think critically, systemically and creatively, including adopting multiple perspectives; • an approach that recognises the different dimensions, perspectives and angles of issues; • non-cognitive skills including social skills such as, empathy, conflict resolution and communication; • skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and perspectives; • behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges, and to strive for the collective good.

From: Global Citizenship Education:Preparing learners for the challenges of the twenty-first century, UNESCO, 2014.

Global Education is an education perspective which arises from the fact that contemporary people live and interact in an increasingly globalised world. This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. However, Global Education should not be presented as an approach that we may all accept uncritically, since we already know there are dilemmas, tensions, doubts and different perceptions in an education process when dealing with global issues. 4 There are many definitions of Global Education. The Maastricht Global Education declaration (2002) states:

Global Education is education that opens people’s eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all.

Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship (From: Global Education Guidelines: The Council of Europe).

This Handbook provides a sample of ideas from the categories outlined in the National Curriculum. It is hoped that this will model a process of curriculum development which can be applied to other themes and topics and result in Global Learning being systematically embedded in English teaching.

The National Association for the Teaching of English (NATE) supports Global Learning because: • English is a subject with a global dimension. The subject involves students’ place in the world as well as the world of literature and language study. • English is a cosmopolitan language with a cosmopolitan literature; our pupils’ knowledge of language and literature should reflect this global dimension. • English lessons are concerned with the ways language is used to represent the world and the ways people experience it. Pupils’ language, understanding and feelings develop through a wide range of activities from discussion and role play to personal writing and immersion in literature. • Reflecting on global issues and communicating with communities around the world gives the subject vital richness.

See also: 5 www.globalschools.org.uk/english Delivering Spiritual, Moral, Social and Cultural aspects of learning through Global Learning

Global Learning provides a great vehicle for delivering SMSC and Values Education. Through subject content which includes a global dimension, students are given many opportunities to engage with controversial issues, take part in stimulating debate about global issues and broaden their understanding of interdependence. It creates opportunities for them to explore their own values and develop critical thinking skills. Global Learning also supports students in identifying and articulating their world view and critically assessing the rationale behind their ideas and assumptions.

Each curriculum section included in the Global Learning Teaching Toolkits specifically illustrates links to SMSC and Values, shown both on the Generic ‘Big Ideas’ Mats and on the Schemes of Learning. What SMSC means for Students:

Spiritual

Ofsted’s definition of spiritual development includes the development of a non-materialistic, spiritual side to life including: a sense of identity, self-worth, personal insight, development of a pupil’s soul or personality or character. Spiritual education in English includes being reflective on other students’ feelings and values, as well as appreciating the unknown and mystical elements of our lives. Through English, there are opportunities to look at compassion, acceptance, ideologies as well as subjects such as death, religion and creativity.

What it looks like for students: • A set of values, principles and beliefs, which may or may not be religious, which inform their perspective on life and their patterns of behaviour • Awareness of and understanding of their own and others’ beliefs • Respect for themselves and for others • A sense of empathy with others, concern and compassion • An increasing ability to reflect and learn from this reflection • An ability to show courage and persistence in defence of their aims, values, principles and beliefs • Readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination 6 • Appreciation of the intangible - for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity • Respect for insight as well as for knowledge and reason • An expressive and/or creative impulse • An ability to think in terms of the “whole” – for example, concepts such as harmony, interdependence, scale, perspective • An understanding of feelings and emotions, and their likely impact

Moral

Ofsted’s definition of moral development includes the development of understanding of moral values that regulate personal behaviour and understanding of society. Moral education in English includes topics such as fairness and equality, as well as appreciating more abstract qualities such as justice and responsibility. There are opportunities to look at how conventions might be used within close reading of texts, such as in advertising, as well as the ethical dilemmas raised. Set texts could be explored to see how they both represent and challenge British values.

What it looks like for students: • An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and others’ cultures • Confidence to act consistently in accordance with their own principles • An ability to think through the consequences of their own and others’ actions • Willingness to express their views on ethical issues and personal values • An ability to make responsible and reasoned judgements on moral dilemmas • Commitment to personal values in areas which are considered right by some and wrong by others • A considerate style of life • Respect for others’ needs, interests and feelings, as well as their own • Desire to explore their own and others’ views • An understanding of the need to review and 7 reassess their values, codes and principles in the light of experience Social

Ofsted’s definition of social development includes inculcating the skills and attitudes necessary to participate fully and positively in democratic, modern Britain. Social education in English includes topics such as anti-bullying, social differences, our individual responsibilities and areas such as physical disability. There are opportunities to explore how people might be manipulated or affected by texts and how they might react, from challenging to seeking escapism. Students can develop their understanding of the democratic process and how they might both appreciate the rule of law and develop their own voice and opinions.

What it looks like for students: • An ability to adjust to a range of social contexts by appropriate and sensitive behaviour • Relate well to other people’s social skills and personal qualities • Work, successfully, as a member of a group or team • Challenge, when necessary and in appropriate ways, the values of a group or wider community • Share views and opinions with others, and work towards consensus • Resolve conflicts and counter forces which militate against inclusion and unity • Reflect on their own contribution to society and to the world of work • Show respect for people, living things, property and the environment • Benefit from advice offered by those in authority or counselling roles • Exercise responsibility • Appreciate the rights and responsibilities of individuals within the wider social setting • Understand how societies function and are organised in structures such as the family, the school and local and wider communities • Participate in activities relevant to the community • Understand the notion of interdependence in an increasingly complex society

8 Cultural

Ofsted’s definition of cultural development is about students’ understanding of their own culture and other cultures, being able to operate in the emerging world culture and cope with change, valuing cultural diversity and ultimately preventing racism. This is seen as an essential element of preparation for future lives. Cultural education in English could include looking at the wide range of influences upon students’ heritage, an appreciation of the different cultures in school and further afield and a willingness to respond positively to students’ linguistic and literary heritages.

What it looks like for students: • An ability to recognise and understand their own cultural assumptions and values • An understanding of the influences which have shaped their own cultural heritage • An understanding of the dynamic, evolutionary nature of cultures • An ability to appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality • Openness to new ideas and a willingness to modify cultural values in the light of experience • An ability to use language and understand images/icons – for example, in music, art, literature – which have significant meaning in a culture • Willingness to participate in, and respond to, artistic and cultural enterprises • A sense of personal enrichment through encounter with a cultural media and traditions from a range of cultures • Regard for the heights of human achievement in all cultures and societies • An appreciation of the diversity and interdependence of cultures

Addressing British Values through Global Learning in English

Global Learning provides a context for exploring and fostering human values with students. British Values are referenced throughout the Global Learning Teaching Toolkits contained in this publication with specific examples from the English Curriculum. British values have been identified by Ofsted as: “democracy, the rule of law, individual liberty, mutual respect and tolerance towards those of different faiths” and it is expected that schools will focus on, and be able to show how their work with students is effective in embedding fundamental British values throughout teaching and learning. “It is impossible to teach English without constant reference, implicit or explicit, to the values embedded in language and literary culture. NATE believes that the subject should be seen not merely in instrumental terms but as a cultural study in which questions of value are constantly 9 brought into focus for open discussion by reference both to the enduring texts of literature and to the emerging texts of contemporary media,” NATE, 2015. Reflection criteria for teachers

Embedding Global Learning in subject teaching

In order to facilitate the process of embedding Global Learning in specific topics, teachers are encouraged to use the following questions as a way to orient their thinking around Global Learning.

• Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy? • In what ways are we promoting and developing global critical thinking skills through this topic? • How are we addressing and fostering values and attitudes? • Does this approach (and the subject matter of this topic) make us aware of active citizenship and participation?

It’s not necessary for all of the questions to be answered or their concepts to feature in every topic.

10 All materials are also available to download from: www.globalschools.org.uk/english Quality principles in Global Education

1. Global Education places emphasis on the interdependencies between global South and global North - it is not limited to the presentation of global problems.

2. Global Education shows global processes in the local perspective, it presents their consequences for everyone, it is not limited to the abstract.

3. Global Education uses up-to-date and factual descriptions of people and places, it does not sustain existing stereotypes.

4. Global Education shows causes and consequences of global processes, it is not limited to facts and statistics.

5. Global education stresses the importance of long-term individual involvement in reaction to global challenges, it does not sustain a sense of helplessness, it is not about fundraising for charities.

6. Global Education respects the dignity of people it speaks about, it does not focus on the negative but rather seeks to represent a balanced picture of their realities.

7. Global Education facilitates critical thinking and supports individuals to develop opinions around global issues, it does not promote one ideology and does not offer quick answers.

8. Global Education promotes understanding and empathy, it does not refer to pity.

9. Global Education allows the people it refers to, to speak for themselves, it does not rely on guesswork and imagination.

10. Global Education uses many diverse teaching and learning methods, it is not limited to didactic teaching.

11. Global Education aims at building knowledge, developing skills and changing attitudes, it is not limited to transferring knowledge.

12. Global Education is learner-centred, the learning process starts with the experiences of the learners, it is not exclusively teacher-led. 11 “Reading is not walking on the words; it’s grasping the soul of them.” Paulo Freire

“The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” Chimamanda Ngozi Adichie

“Enthroned upon the mighty truth, Within the confines of the laws, True Justice seeth not the man, But only hears his cause.” Paul Lawrence Dunbar

“Writing and reading decrease our sense of isolation. They deepen and widen and expand our sense of life: they feed the soul. When writers make us shake our heads with the exactness of their prose and their truths, and even make us laugh about ourselves or life, our buoyancy is restored.” Anne Lamott, Bird by Bird

12 Global Learning Teaching Toolkits

Contents 1. Generic Global Learning the Big Ideas Mat; including SMSC and Values 14-15

2. Curriculum Materials Macbeth - William Shakespeare 17 • Global Learning Overview and the Big Ideas 18-19 • Scheme of Learning 20-21 • G.L. Reflection Tool 22 The Merchant of Venice - William Shakespeare 23 • Global Learning Overview and the Big Ideas 24-25 • Scheme of Learning 26-27 • G.L. Reflection Tool 28 Refugee Boy - Benjamin Zephania 29 • Global Learning Overview and the Big Ideas 30-31 • Scheme of Learning 32-33 • G.L. Reflection Tool 34 Private Peaceful - Michael Morpurgo 35 • Global Learning Overview and the Big Ideas 36-37 • Scheme of Learning 38-39 • G.L. Reflection Tool 40 Blodin the Beast - Michael Morpurgo 41 • Global Learning Overview and the Big Ideas 42-43 • Scheme of Learning 44-45 • G.L. Reflection Tool 46 Poetry Section - Theme: Intercultural Understanding 47 • Global Learning Overview and the Big Ideas 48-49 • Scheme of Learning 50-51 • G.L. Reflection Tool 52-53 • #foxnewsfact By Steve Pottinger 54 3. Citizenship in Action 55 How do topics in English Literature stimulate our thinking about active citizenship and participation and how might we relate this to our own role in society?

13 GLOBAL LEARNING: THE BIG IDEAS

1. Development 1. How might this help us to explore Processes including development processes, or help us Sustainable develop our understanding of development Development processes?

2. Social Justice, 2. What does this tell us about social justice, Inequality and inequality and power relationships? Changing Power Relationships

3. Understanding 3. How does this contribute to our Interdependence understanding of interdependence?

4. Diversity and 4. Does this help us to explore intercultural Intercultural understanding, challenge stereotypes and Understanding promote multiple perspectives?

5. Political Power 5. Can this help us develop our Democracy and understanding of human rights, citizenship Human Rights and democracy?

6. Peace and 6. In what ways are we promoting and Conflict Resolution developing Global Learning skills eg. critical thinking and conflict resolution?

7. Fostering Values and 7. How are we addressing and fostering Attitudes values and attitudes?

8. Active Citizenship 8. What does this tell us about active and Participation citizenship and participation and how 14 might we relate this to our own role in society? GLOBAL LEARNING: THE BIG IDEAS 1. Development 2. Social Justice, 3. Understanding 4. Diversity and Processes inc. Inequality and Interdependence Intercultural Sustainable Changing Power Understanding Development Relationships

5. Political Power 6. Peace and 7. Fostering Values 8. Active Citizenship Democracy and Conflict and Attitudes and Participation Human Rights Resolution

GLOBAL LEARNING AND SMSC

SPIRITUAL MORAL SP1. Reflect on our own beliefs and our respect M1. Recognise the difference between right and for the faiths, feelings and values of others. wrong and apply this understanding to our own lives. SP2. Learn about ourselves, others and the world around us. M2. Recognise and respect civil and criminal law. M3. Reflect on the consequences of our SP3. Use imagination and creativity in our behaviours and actions. learning. M4. Investigate moral and ethical issues and SP4. Reflect on our own experiences. offer reasoned views. M5. Appreciate and try to understand the viewpoints of others.

SOCIAL CULTURAL S1. Use our social skills in different contexts C1. Understand how cultural influences can and with different people. shape a person’s heritage.

S2. Contribute positively to different C2. Understand and appreciate the different communities and social settings, and cooperate cultures within school and regional, national and with others in resolving conflicts. international communities.

S3. Understand and engage with the values of C3. Understand the role of democratic democracy and individual liberties. parliamentary system in shaping our history, values and future. S4. Show respect and tolerance to those with different faiths and beliefs.

VALUES AND ATTITUDES DEMOCRACY: Understand how we can influence decision-making through democratic processes.

RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety.

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

MUTUAL Understand that different faiths and beliefs (or none) should be accepted and RESPECT: not be the cause of prejudicial or discriminatory behaviour. 15 Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity “Global Learning engages, challenges and empowers both teachers and students as true Global Citizens,”

Art and Design Teacher, Roundhay High School

“Through Global Learning we make connections to a host of different ideas and perspectives that enrich learning,”

Head of History and Politics, Rodillian Academy

16 All materials are also available to download from: www.globalschools.org.uk/english 17 Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Political Power, Democracy and Human Rights (from: from W.C.T. Framework for Global Learning)

“A Global Learning approach within a school would need to take account of key elements of knowledge, skills and values. It would need to offer a process of learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue around a values base of social justice and challenge to inequality.” (Global Learning Programme, England, 2015)

Global Learning ‘The Big Ideas’ - Macbeth:

“Hell is murky. Fie, my lord, fie, a soldier and afraid? What need we fear who knows it when none can call our power to account?”, Lady Macbeth • Central to the play are power relationships, kingship and ambition and the devastation that follows when ambition oversteps moral boundaries. There are also the contrasting qualities of kingship as portrayed through King Duncan and Macbeth. ‘Regicide’ was a pretty common occurrence in 11th century Scotland, the time period of Macbeth, but it definitely was not common in early 17th century England. The Divine Right of Kings said that monarchs were God’s appointed representatives on earth, so rebellion wasn’t just treason - it would send you straight to hell! Shakespeare’s King Duncan is crafted as a sensitive, insightful and generous father-figure whose murder grieves Scotland and is the 18 cause of turmoil in the natural world. • There are many opportunities in the play to explore gender issues, particularly through the character of Lady Macbeth.

• Questions around justice and influence underlie many events in the play, also seen through the part played by the witches and superstition. The play can open up thinking around values.

The elliptical ‘Reflection Tool’ at the end of this section can be used as an Assessment/Reflection Tool for students to check their understanding of Global Learning the Big Ideas in English.

19 Scheme of Learning Macbeth See also www.globalschools.org.uk/english for detailed activities

Activities

1. ‘A Commoner’s Tale’

Intro: Both the porter’s speech in Act II, iii, and Ross’s discussion with the old man, in Act II, iv, give us some insight into how ‘commoners’ might have seen Macbeth, Malcolm, and political life in Scotland.

King Duncan is dead and Malcolm, his son, is away in England. As a well-educated peasant living near Macbeth’s castle, you are concerned about the repercussions following Duncan’s death.

How have the recent power struggles and changes-of-command affected your life? What impact have they had on life in the village?

Are you pleased or displeased that Duncan is gone and Macbeth is in his place?

What are your concerns?

Write an Article to ‘The Daily Scotsman’ from the perspective of a commoner at the time.

2. Research the Scottish Referendum of 2015 Either: Create a propaganda leaflet from the perspective of someone living in Scotland today and the impact a change in power would have on their life, persuading people to vote for an independent Scotland. Or: Create a propaganda leaflet from the perspective of someone wanting Scotland to remain in the United Kingdom. Refer to the impact that changes in who has political power and control might have on the lives of citizens.

3. How far would you go to have power? Find out about other world leaders who have taken steps to gain power and control. What have they done to achieve their aim? What factors are in place that might act as a ‘line’ to prevent the achievement of ‘absolute power’? Example: adapted from the Los Angeles Times 2014 – ‘The president’s power grab’

Obama is not a dictator, but there is a danger in his aggregation of executive power. Recently, a bizarre scene unfolded on the floor of the House of Representatives that would have shocked the framers of the Constitution. In his State of the Union address, President Obama announced that he had decided to go it alone in areas where Congress refused to act to his satisfaction. In a system of shared powers, one would expect an outcry or at least stony silence when a president promised to circumvent the legislative branch. Instead, many senators and representatives erupted in rapturous applause; they seemed delighted at the notion of a president assuming unprecedented and unchecked powers at their expense. Last week, Obama underlined what this means for our system: The administration unilaterally increased the transition time for individuals to obtain the level of insurance mandated by the Affordable Care Act. There is no statutory authority for the change — simply the raw assertion of executive power. Why did Obama gain so much support for his action from the elected representatives?

What were the different perspectives of the different parties involved?

What was behind this? Why did he decide to take the action? In whose interests is the legislation?

What is the political stance of the newspaper?

20 Whose interests do they represent/are they acting in? What assumptions do you think are behind the article? Who owns/ controls the paper? Scheme of Learning Macbeth See also www.globalschools.org.uk/english for detailed activities

Global Learning Opportunities

2. What does this tell us about How are the issues relating to the acquisition of power played out in social justice, inequality and power wider society in the play? relationships? In our world today does the acquisition of land equate to power?

5. Can this help us develop our Power relationships / Kingship / Ambition understanding of human rights, = the devastation that follows when ambition oversteps moral citizenship and democracy? boundaries/the corrupting power of unchecked ambition =the difference between appropriate use of power and tyranny =Qualities of Kingship/ Life under Macbeth

Considering SMSC Key learning

SPIRITUAL MORAL SOCIAL CULTURAL SP1. Reflect on our own M1. Recognise the S3. Understand and C3. Understand the beliefs and our respect difference between right engage with the values role of the democratic for the faiths, feelings and wrong and apply of democracy and parliamentary system and values of others. this understanding to our individual liberties. in shaping our history, own lives. values and future. M3. Reflect on the consequences of our behaviours and actions. M4. Investigate moral and ethical issues and offer reasoned views.

Considering Values and Attitudes

DEMOCRACY: Understand how we can influence decision-making through democratic processes.

RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety.

Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity

Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics.

6. Peace and Conflict Resolution

7. Fostering Values and Attitudes 21 8. Active Citizenship and Participation

23 Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Political Power, Democracy and Human Rights (from: from W.C.T. Framework for Global Learning)

Global Learning ‘The Big Ideas’ - The Merchant of Venice:

“The quality of mercy is not strain’d, it droppeth as the gentle rain from heaven upon the place beneath: it is twice bless’d; it blesseth him that gives and him that takes…It is an attribute to God himself; and earthly power doth then show likest God’s, when mercy seasons justice.” Portia • Interdependence and Trade: Antonio, a rich merchant and successful businessman, has ships returning to Venice, laden with goods from overseas. He has not got the money to lend Bassanio now, but on the strength and anticipation of the safe arrival of his ships with their rich cargo, he will back Bassanio (his friend and an unsuccessful businessman) to go to Shylock for a loan. Shylock only agrees, with the proviso that if the loan is not returned within x3 months, he will take a pound of flesh from Antonio. The play paints a picture of life in Venice at the time and Venice as a thriving commercial port - a hotspot for trade. While Jews had been legally banned from England since 1290, Venice had laws in place to protect non-Venetian traders who supported the city’s economic well-being. Even before the Renaissance, Venice had 24 already been trading with the Islamic world as early as the ninth century, and continued to in the sixteenth century. During the 1200s, trade between Egypt, Syria, Southeast Asia, Iran and China was present, especially with their trade of spices, grain, wine, and salt. The spice trade with the east was the reason for Venice’s expansion of their high quality textile manufacturing. Antonio has built his fortune through trade. The play also addresses issues that were very much on the minds of people living in London at the time, where a merchant class was accumulating power and influence, fuelling resistance to royal authority and reinforcing the non-conformity of a growing Puritan movement. Within a few decades, the social and economic processes would spark a revolution against the aristocratic order. In setting this play in Venice, Shakespeare found a mirror in which to examine his own city and society with particular attention to the hypocrisies of the rising merchant class. The play can also help us to understand something about the nature of debt.

• Social Justice: Racism and stereotyping: How the characters of Shylock and Morocco are portrayed and the scenes built around them provide opportunities for us to explore the nature of racism and stereotyping, prejudice and injustice.

• Values: Shakespeare’s play raises many questions about values and the perceived ‘fundamental’ values of society at the time of writing. Also, what is valued and how much it is worth are explored through the characters, particularly Shylock, Portia and Antonio.

• Social Justice and the law: Portia reveals the ‘loopholes’ in the law- not a drop of blood may be spilt- precisely a pound of flesh may be taken, no more , no less, and the concept of mercy is introduced. The play provides opportunities to examine inequalities within societies and ask questions about what is fair/unfair, and what is right and wrong.

• Word Origin and History for justice n. mid-12c., “the exercise of authority in vindication of right by assigning reward or punishment;” also “quality of being fair and just,” from Old French justice “justice, legal rights, jurisdiction” (11c.), from Latin iustitia “righteousness, equity,” from iustus “upright, just” (see just (adj.)). The Old French word had widespread senses, including “uprightness, equity, vindication of right, court of justice, judge.” The word began to be used in English c.1200 as a title for a judicial officer. Meaning “right order, equity” in late 14c. Justice of the Peace first attested early 14c. In the Mercian hymns, Latin iustitia is glossed by Old English rehtwisnisse. To do justice to (someone or something) “render fully and fairly showing due appreciation” is from 1670s.

The elliptical ‘Reflection Tool’ at the end of this section can be used as an Assessment/Reflection Tool for students to check their understanding of Global Learning the Big Ideas in English. 25 Scheme of Learning The Merchant of Venice See also www.globalschools.org.uk/english for detailed activities

Activities

Ideas for thematic activities

1. Attitudes Survey: a. Have students conduct an ‘Attitude Survey’, marking A for agree or D for disagree about each of these themes that recur in the play.

b. After the survey, have students defend their positions.

c. Use this survey frequently throughout the play to revisit their attitudes and to see how those perceptions have changed.

d. Revisit the survey at the end of the play to determine how this play may have changed their attitudes.

2. Common themes: One reason people continue to read Shakespeare and other classics is that the struggles, desires, and conflicts that people faced in the past are the same ones that we face today.

3. Concept Map Activity: In groups of four, students discuss the relationships among these words: money, love, religion, law, marriage, justice, and mercy. What connections do these words have with one another? Students could create some visual representation to show how these words interact.

4. Discussion: What is a stereotype? How do stereotypes originate? Identify characters in television, film, and literature that are built on a stereotype (of age, class, region, ethnicity, race, etc.). Label characters that reinforce negative images. Which characters break the stereotype? How do they do this? What message do those characters send? What purpose do these stereotyped characters serve? Should they remain part of our cultural landscape? Why or why not?

5. The Casket Test: Thinking about values and perceptions Create three caskets and inscriptions as found in Act II and Act III of the play, and in groups of x4, have students take roles as Portia and three suitors. Portia should read the following before the selection begins: “If you choose the right casket, you will win a beautiful, intelligent, rich young woman and all her possessions. If you choose the wrong casket, you will never be allowed to marry or to have children.”

6. Usury activity: Much of The Merchant of Venice deals with the practice of usury, or money lending, with high interest rates. Laws of Elizabethan England limited interest rates to 10%. Have students investigate various credit card offers. For examples of current interest rates and, using a debt calculator (search “debt calculator”) and minimum payments (usually about 15% of the balance), have students calculate how long it would take to pay off a loan of £3,000. How would this affect public perception of moneylenders like Shylock? How would the public view the borrower? What happens in today’s society in relation to debt? For a person? For a 26 country? (ref. Ideas adapted from A Teacher’s Guide to the Signet Classics Edition of William Shakespeare’s The Merchant of Venice) Scheme of Learning The Merchant of Venice See also www.globalschools.org.uk/english for detailed activities

Global Learning Opportunities

2. What does this tell us about There are many aspects of justice which can be explored in the play - social justice, inequality and power social justice; justice and the law; justice and mercy; justice and human relationships? rights; justice and injustice, including prejudice and discrimination?

3. How does this contribute to our Antonio, rich merchant and successful businessman a pivotal character understanding of interdependence? in the play, especially viewed through his relationships with Bassanio and Shylock. Also significant is the setting of the play in Venice, a thriving commercial port and a ‘hotspot’ for trade in the C16th.

4. Does this help us to explore The play, though set in Venice, provides opportunities to explore what intercultural understanding, is going on in society in England during this era and raises questions challenge stereotypes and promote around racism, respect for other cultures and beliefs, perceptions of multiple perspectives? wealth and poverty which can be examined in relation to society today.

5. Can this help us develop our understanding of Exploring racism and injustice within the framework of human rights, citizenship and democracy? Human Rights.

Considering SMSC Key learning SPIRITUAL MORAL SOCIAL CULTURAL SP1. Reflect on our own M1. Recognise the S2. Contribute positively C1. Understand how beliefs and our respect difference between right to different communities cultural influences for the faiths, feelings and wrong and apply and social settings, and can shape a person’s and values of others. this understanding to our cooperate with others in heritage. SP2. Learn about own lives. resolving conflicts. C3. Understand the ourselves, others and M3. Reflect on the S3. Understand and role of the democratic the world around us. consequences of our engage with the values parliamentary system behaviours and actions. of democracy and in shaping our history, individual liberties. M4. Investigate moral values and future. and ethical issues and S4. Show respect and offer reasoned views. tolerance to those with different faiths and beliefs.

Considering Values and Attitudes

DEMOCRACY: Understand how we can influence decision-making through democratic processes.

RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety.

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

MUTUAL Understand that different faiths and beliefs (or none) should be accepted and not be RESPECT: the cause of prejudicial or discriminatory behaviour.

Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity

27 6. Peace and Conflict 7. Fostering Values and 8. Active Citizenship and Resolution Attitudes Participation

29 Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Political Power, Democracy and Human Rights; Diversity and Intercultural Relations (from: from W.C.T. Framework for Global Learning)

Global Learning ‘The Big Ideas’ - Refugee Boy by Benjamin Zephania:

“This planet is for everyone, borders are for no one. It’s all about freedom.” Zephania • Conflicts and human rights abuses within countries are the biggest cause of people becoming refugees and resolving these conflicts is the key way to reduce the number of refugees. Global forced displacement has seen accelerated growth in 2014, once again reaching unprecedented levels. The year saw the highest displacement on record. By end-2014, 59.5 million individuals were forcibly displaced worldwide as a result of persecution, conflict, generalized violence, or human rights violations. This is 8.3 million persons more than the year before (51.2 million) and the highest annual increase in a single year..

• Values and Attitudes: Studying Refugee Boy can help foster a sense of solidarity and responsibility towards refugees and asylum seekers. . 30 • Understanding terms: Refugee, Asylum Seeker and Migrant - getting the terms and definitions right is an important part in developing knowledge and understanding as well as developing a critical evaluation of representations of global issues and an appreciation of the effect these have on people’s attitudes and values. The media portrayal of refugees and asylum seekers is often inaccurate and biased. Misconceptions about refugees and asylum-seekers are common Most refugees and asylum seekers are in countries of the Global South/ Majority World. For the first time, Turkey became the largest refugee-hosting country worldwide with 1.59 million refugees. Turkey was followed by Pakistan (1.51 million), Lebanon (1.15 million), the Islamic Republic of Iran (982,000), Ethiopia (659,500), and Jordan (654,100).

• Refugees live in very precarious situations, often without their basic needs. In Refugee Boy we are made aware of many forms of injustice and at different levels. We are challenged by the author to challenge assumptions and perceptions about refugees. The book helps us to see discrimination and injustice.

• Refugees have made many important contributions to the culture of the UK and other host countries.

The elliptical ‘Reflection Tool’ at the end of this section can be used as an Assessment/Reflection Tool for students to check their understanding of Global Learning the Big Ideas in English.

31 All materials are also available to download from: www.globalschools.org.uk/english Scheme of Learning Refugee Boy See also www.globalschools.org.uk/english for detailed activities

Learning Lessons Activities Outcomes: 1-3 To understand what 1. Discuss the words refugee and asylum and the definitions provided. the term refugee means and put it into 2. Write down events from history where refugees have moved from context. one country to another.

3. Read the quote about refugees taken from the Millennium report. What does this tell us about refugees?

2-4 To relate the text to the 1. Describe the iconic images we associate with England and why? social, historical and cultural contexts in 2. Discuss the reasons people might visit England. which it was written.

3. Consider the advert Enjoy England (linked on slide). How is England represented in this advert? How do the music, images and language contribute to this representation? What is the overall impression you get of England? Is this an accurate view of England? 4. Discuss the reasons for someone choosing asylum in England.

5. Read the first two chapters of the novel and discuss Alem’s experiences in England, what does he notice and how does he feel?

6-8 To understand and 1. How are asylum seekers and refugees presented in the headlines respond to ideas, provided? viewpoints and issues in the text. 2. What is the difference between a refugee and an asylum seeker? 3. The Right to Reply: You have a right to respond to the comments made in the news. Now is your chance to respond on behalf of Alem and other asylum seekers who have had to leave their country because their lives are in danger.

8-10 To interpret 1. Read Chapter 19 information, events and ideas from a text. 2. How does the final outcome of the hearing make you feel? 3. To what extent do you feel the ruling was fair? 4. What new information have we been given in this chapter? 5. How does this affect our understanding of the conditions Alem and his father left behind in Ethiopia/Eritrea?

To relate the text to the 1. They say justice is blind. To what extent do you agree or disagree social, historical and with this statement? cultural contexts in which it was written. 2. Has justice been done for Alem and his father? 32 Scheme of Learning Refugee Boy See also www.globalschools.org.uk/english for detailed activities

Global Learning Opportunities

1. How might this help us to explore Conflict hinders development. Conflicts and human rights abuses development processes, or help within countries are the biggest cause of people becoming us develop our understanding of refugees. development processes?

2. What does this tell us about Refugees live in very precarious situations, often without their basic social justice, inequality and power needs. Through the book Refugee Boy, we are made aware of relationships? many forms of injustice and at different levels.

4. Does this help us to explore Media portrayal of refugees and asylum seekers is often inaccurate intercultural understanding, challenge and this can affect our perceptions of the issue. It is important to stereotypes and promote multiple critically evaluate representations of global issues. This supports perspectives? intercultural understanding and dialogue.

5. Can this help us develop our The themes and content of Refugee Boy can be explored through understanding of human rights, a Human Rights framework which supports teaching and learning citizenship and democracy? about the UNCRC (United Nations Convention on the Rights of the Child).

Considering SMSC Key learning

SPIRITUAL MORAL SOCIAL CULTURAL SP1. Reflect on our own M4. Investigate moral and S2. Contribute positively C1. Understand how beliefs and our respect ethical issues and offer to different communities cultural influences can for the faiths, feelings and reasoned views. and social settings, and shape a person’s heritage. values of others. cooperate with others in M5. Appreciate and try to C2. Understand and resolving conflicts. SP2. Learn about understand the viewpoints appreciate the different ourselves, others and the of others. S3. Understand and cultures within school and world around us. engage with the values of regional, national and democracy and individual international communities. liberties. C3. Understand the S4. Show respect and role of the democratic tolerance to those with parliamentary system in different faiths and beliefs. shaping our history, values and future.

Considering Values and Attitudes

DEMOCRACY: Understand how we can influence decision-making through democratic processes.

RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety.

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

MUTUAL Understand that different faiths and beliefs (or none) should be accepted and not be RESPECT: the cause of prejudicial or discriminatory behaviour.

Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity

33 6. Peace and Conflict 7. Fostering Values and 8. Active Citizenship and Resolution Attitudes Participation

35 Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Political Power, Democracy and Human Rights; Diversity and Intercultural Relations; Peace and Conflict Resolution (from: from W.C.T. Framework for Global Learning)

Global Learning ‘The Big Ideas’ - Private Peaceful by Michael Morpurgo:

“I could believe only in the hell I was living in, a hell on earth, and it was man-made, not God-made.” • At the turn of the 20th century, relations between countries in Europe were tumultuous and several different powers were competing for supremacy, each with their own separate agenda. For a while before 1914, Germany had been eager to push France to war. France, still furious over its loss of Alsace and Lorraine to the Germans, was anxious to win these areas back and more. Similarly, Russia was worried about allowing Germany and Austria further dominance in Europe. Great Britain, while unhappy about rising German power, was convinced that diplomacy was the way to resolve matters.

36 • “My soldier would reflect on his life, live it again through the night so that the night would be long, as long as his life. He does not want to sleep his last night away, nor waste it in dreams. Above all he wants to feel alive.” MM

“I visited the ‘In Flanders Field’ Museum. 300 British soldiers were executed during the First World War for cowardice or desertion, two of them for simply falling asleep at their posts. Young people reading this story may think about it in the context of what has been happening in Syria, Iraq and Afghanistan, where young people, as young as teenagers, have become involved and/or died.” MM • This story helps us understand what heroism means. Great Britain thought diplomacy was the way forward but after their request to the German government to assure Belgium’s neutrality was met with an unsatisfactory reply, there seemed no option but to declare war.

“Tommo is on an errand and comes across the sergeant major and stops to listen to his recruitment speech. He thinks: ‘Until that very moment it had honestly never occurred to me that he was saying anything to do with me. I had been an onlooker. No longer.’” “Your king needs you. Your country needs you. And all the brave lads in France need you too.” “So, who’ll be the first brave lad to come up and take the king’s shilling?”.… “You go and fight. It’s every man’s duty to fight when his country calls, that’s what I say. Go on. You ain’t a coward are you?” (p.95-96) • “A young soldier’s refusal to follow his superior’s orders - and not leave his wounded brother to go on a suicide mission - lies at the heart of the story and highlights the horrific situation many soldiers found themselves in during the war. The New Zealand government has recently pardoned the five executed New Zealand soldiers. The French have now pardoned theirs. “ It is surely the mark of a civilised people to acknowledge shame and wrong-doing, to set the record straight.” MM After almost 90 years, in 2006 the British Government finally granted posthumous pardons to those shot at dawn for cowardice or desertion.

The elliptical ‘Reflection Tool’ at the end of this section can be used as an Assessment/Reflection Tool for students to check their understanding of Global Learning the Big Ideas in English.

37 Scheme of Learning Private Peaceful See also www.globalschools.org.uk/english for detailed activities

Learning Lessons Activities Outcomes:

1-2 To understand the Look at the range of front covers and discuss what the images might tell pressure put on young us about the book. men to represent their country during WW1. Watch the last scene of Blackadder Goes Forth. What does this tell us about those on the frontline in WW1? How does the representation of the frontline in Blackadder differ from the representation depicted by the range of recruitment posters. The concept of serving your country was represented as glamorous and attractive by recruitment posters. Which statement do you agree with? This was an essential part of the propaganda and was completely justified by the need to recruit soldiers to support the military effort. This was an unrealistic representation of war and people were tricked into joining the army. This cannot be justified as many people lost their lives as a result of false advertising. The poem Who’s For the Game? Was written by Jessie Pope. What does this tell us about the attitude to recruitment and how does this help to stereotype the representation of men at the time? If we consider that Jessie Pope was a satirist who wrote for Punch magazine, how might this change the way we interpret the poem? The Pal’s battalions consisted of groups of people from the same cities or towns and there were even battalions from the same profession. This included a footballer’s battalion and a stockbrokers battalion. This idea was scrapped relatively early on in the war and recruits from the same town or profession were stationed in different places around the world. Why do you think the Pal’s battalions were scrapped?

3 To have a good Morals and Ethics. understanding of the complexities. Discuss the definition of being moral and ethical and consider the following questions. Is it ever right to go to war? If we decided to go to war now, everyone should fight. Men and women should go to war. Famous war poets Wilfred Owen and Siegfreed Sassoon were described as suffering from shellshock and were silenced by being placed in a military hospital. It was essential that the government silenced these poets in order to keep morale high during WW1.

4 I beg your pardon! It is estimated that 306 men in the British Army were shot for cowardice or desertion. Britain has taken some time to honour these men and they have only recently been pardoned.

Use this letter - http://www.bullyonline.org/stress/ww1.htm 38 to discuss the way these soldiers were treated. Scheme of Learning Private Peaceful See also www.globalschools.org.uk/english for detailed activities

Global Learning Opportunities

2. What does this tell us about WW1 was a catalyst for enormous changes in all aspects of life. social justice, inequality and power relationships?

1. How might this help us to explore Soldiers and support workers came to Europe from over 35 development processes, or help countries and returned home with new insights, attitudes and ideas us develop our understanding of to challenge the status quo. The war’s legacies included a new development processes? global perspective and new visions for human rights.

3. How does this contribute to our WW1 led to new conceptions about relationships between understanding of interdependence? and within societies across the world, and a nascent sense of interdependence.

5. Can this help us develop our The way in which a conflict is resolved has important implications understanding of human rights, for future relationships and can help prevent future conflicts or fuel citizenship and democracy? more conflict.

Considering SMSC Key learning SPIRITUAL MORAL SOCIAL CULTURAL SP2. Learn about M1. Recognise the S3. Understand and C1. Understand how ourselves, others and difference between right engage with the values cultural influences the world around us. and wrong and apply of democracy and can shape a person’s SP4. Reflect on our own this understanding to our individual liberties. heritage. experiences. own lives. M3. Reflect on the consequences of our behaviours and actions. M4. Investigate moral and ethical issues and offer reasoned views.

Considering Values and Attitudes

DEMOCRACY: Understand how we can influence decision-making through democratic processes.

RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety.

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity

41 Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Political Power, Democracy and Human Rights; Diversity and Intercultural Relations; Peace and Conflict Resolution; Migration (from: from W.C.T. Framework for Global Learning)

Global Learning ‘The Big Ideas’ - Blodin the Beast by Michael Morpurgo:

“Blodin the Beast stalks the land breathing fire and razing villages to ruins. Who or what can end his tyranny?” • Injustice and oppression shows itself in many ways. Morpurgo uses allegory in this story where the characters and events are symbols that stand for ideas about human life or for a political or historical situation. As the story unfolds the question arises about whether and how to challenge this injustice and tyranny.

• Why people become enslaved or take part in exploitative systems and economic processes that are not really in their interest is pertinent to developing understanding of the oppressors and the oppressed and critically reflecting on the nature of past and present injustices, for example, the Trans-Atlantic African Enslavement Trade. How these injustices have been portrayed can colour our 42 perceptions and views. Also important is how injustice still continues today- what is our role in challenging injustice and discrimination. • There are opportunities to explore conflict resolution and peace-making through the book and apply understanding to current global issues and conflicts.

• There are positive and negative impacts of globalisation and the story opens up the possibilities of finding out about other examples of both these aspects eg. Sara Wiwa and the Ogoni in Nigeria or, an alternative view, that globalisation runs deeper in the way of bringing about a change in the attitude and thoughts of people. It makes people tolerant of varied world views and practices and thereby promotes progressive thinking - it could contribute to bringing about social reforms in society.

The elliptical ‘Reflection Tool’ at the end of this section can be used as an Assessment/Reflection Tool for students to check their understanding of Global Learning the Big Ideas in English.

43 All materials are also available to download from: www.globalschools.org.uk/english Scheme of Learning Blodin the Beast See also www.globalschools.org.uk/english for detailed activities

Learning Lessons Activities Outcomes: 1-2 To be able to make 1. Summarise the plot and read some of the key excerpts. inferences about narrative and 2. Look closely at the picture of the village on the front cover of the book characters. and try to answer the following questions: • What do you see – make observations about the people and their environment? • What do you notice about what they are wearing? • Where do you think this village is – which country? • Can we tell anything about their way of life? • What would we do to be self-efficient? • What is the climate? • What moment is the artist trying to capture? • What are they doing? • How are the villagers feeling? • What might Blodin ‘represent’ to the village?

3-4 To understand the 1. Four pages were found scorched from the last village Blodin was in. subjective and objective nature of • “On the first day, the earth shook, and the people were decision-making. scared.” • “On the second day, people packed their belongings and prepared to leave.” • “On the third day, some tried to resist and were scorched to ashes.” • “On the fourth day, we became slaves,” 2. In groups create freeze frames / moving images of the child’s diary. Tell the story of what happened. 3. We must decide what to do when the monster arrives. You must choose one of the options detailed below. Your role is to make an impassioned plea to the other villagers. Create a one minute monologue that explains your decision and persuades the other villagers to join you. • Will we flee to the mountains? • Should we seek to be at peace with this thing? • Who chooses to live in slavery? • Who chooses to live in slavery with a chance of freedom later? • Who chooses to stay and fight? • Who chooses to send the children on ahead? • Who chooses to have the whole village flee?

5-6 To suggest what 1. Discuss the following: the characters and narrative might • Who or what does Blodin represent? symbolise in a wider Where has he come from? context. • 44 • What does he want? • What allegories / metaphors can we draw for Blodin? Scheme of Learning Blodin the Beast See also www.globalschools.org.uk/english for detailed activities

Global Learning Opportunities

1. How might this help us to explore Conflict hinders development. Conflicts and human rights abuses development processes, or help within countries are the biggest cause of people fleeing their homes us develop our understanding of and seeking asylum and refuge elsewhere. development processes?

2. What does this tell us about Justice and tyranny are key themes in the book. Justice as part of social justice, inequality and power political power relationships gives opportunities for different, more relationships? positive outcomes.

5. Can this help us develop our The story poses questions about choices and decisions in response understanding of human rights, to tyranny and oppression. These can be considered through a citizenship and democracy? framework of Human Rights.

Considering SMSC Key learning SPIRITUAL MORAL SOCIAL CULTURAL SP1. Reflect on our own M1. Recognise the S2. Contribute positively C1. Understand how beliefs and our respect difference between right to different communities cultural influences for the faiths, feelings and wrong and apply and social settings, and can shape a person’s and values of others. this understanding to our cooperate with others in heritage. SP2. Learn about own lives. resolving conflicts. C2. Understand and ourselves, others and M4. Investigate moral S3. Understand and appreciate the different the world around us. and ethical issues and engage with the values cultures within school of democracy and and regional, national SP3. Use imagination offer reasoned views. individual liberties. and international and creativity in our M5. Appreciate and communities. learning. try to understand the S4. Show respect and viewpoints of others. tolerance to those with C3. Understand the different faiths and role of the democratic beliefs. parliamentary systems in shaping our history, values and future.

Considering Values and Attitudes

DEMOCRACY: Understand how we can influence decision-making through democratic processes.

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

MUTUAL Understand that different faiths and beliefs (or none) should be accepted and not be RESPECT: the cause of prejudicial or discriminatory behaviour.

Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity

47 Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Diversity and Intercultural Relations; Political Power, Democracy and Human Rights (from: from W.C.T. Framework for Global Learning)

Global Learning ‘The Big Ideas’ - #foxnewsfact by Steve Pottinger and Émigrée by Carol Rumens

Focused on the two themes of Identity and Cultural Diversity and Perceptions and Stereotyping • Through poetry we can appreciate diverse perspectives on global issues and how identities affect opinions and attitudes.

• Literature helps us appreciate the links between our lives and the lives of others and appreciate that people have different values, attitudes and perceptions.

• Literature can help us develop our understanding of the nature of prejudice and discrimination and how they can be challenged and combatted.

• Global Learning in English opens up opportunities for students’ to develop critical thinking and critical literacy skills to evaluate information and different 48 points of view. Additional notes re. Reflection Tools

It’s wrong to discriminate between cats and dogs

This question can be used to think about how we discriminate and in what circumstances discrimination may not be acceptable.

It’s important to be loyal to your own culture

We may not realise how strong our loyalties are to own cultural values or ideals until we are challenged, questioned or thrown into a new situation. The following quote illustrates this:

“As children we came from America to live back in Ireland. We were suddenly dropped into this other culture, which was very different to where and how we had been brought up. Granny said “when you get to the Roberts’ cottage walk on the other side of the road because the turkeys will come out and gobble at you”. In my mind it was associated with the fact that they were different .. that they were Protestants, even though I didn’t know what Protestants were. Their children were bullied mercilessly at school because they were Protestants. We didn’t understand but we trusted granny. It was only later that we understood why she said this. It wasn’t part of my parents’ family values.”

Some cultures are superior than others

One definition of racism is that “some races are superior to others”. The term ‘race’ is controversial- there is no scientific definition, so it can be better to explore cultures. In the 20th century it began to be unacceptable to say that one race is superior to another. Can we say that one culture is better or superior to another?

How does the place you live shape your identity/ How does your heritage shape your identity/ Dual or multiple heritage is a new thing?

To be better able to appreciate other cultures and identities, it may be helpful for students to consider how and the extent to which their identity has been shaped by their heritage(s). Having dual or multiple heritage is something that many or a majority of people across the planet have in common, and is not a new concept. The term ‘Mixed Race’ is sometimes seen as being problematic, for a variety of reasons. See weblinks below for more details.

There are too many different cultures in the world

There are more than 6500 languages in the world, and at least as many cultures. How can young people be given the opportunity to explore and appreciate the different values and perspectives that these offer.

“In Ireland in the marching season Union Jacks are placed in certain areas. This is often perceived to be inflammatory by the ‘other side’. It’s not dissimilar to what happens atfootball matches.” Irish woman living in Leeds.

Examples: Wole Soyinka, Nigeria, is a dramatist and one of the most controversial writers of this generation. As a playwright, actor, producer, poet, novelist and author, Soyinka has been a champion of the responsibility of art and the artist to society. This has made him a bitter critic of society and the establishment and has involved him in some activist episodes which cost him his freedom.

Pablo Neruda, Chile (born Ricardo Basoalto) “Someday, somewhere - anywhere, unfailingly, you’ll find yourself, and that, and only that, can be the happiest or bitterest hour of your life.”

For more information about Diversity and Intercultural Relations:

The Runnymede Trust - Race Equality Think Tank

http://www.runnymedetrust.org http://www.stephenlawrence.org.uk http://www.equalityhumanrights.com 49 Terminology

http://www.intermix.org.uk/pzone/fea_08_tobeornottobe.asp Scheme of Learning Poetry Section See also www.globalschools.org.uk/english for detailed activities

Learning Lessons Activities Outcomes: Some of these activities could also be used in Media Studies 1-2 To understand how 1. Look carefully at the headlines form British newspapers. Do misrepresentation and these headlines represent a balanced point of view on this issue of stereotyping can affect immigration? people’s perceptions 2. Look carefully at the following article - http://www.independent.co.uk/ of others. news/media/press/the-sun-front-page-on-british-muslims-sympathy-for- jihadis-attracts-record-complaints-a6745756.html Headlines such as the one referenced in this article can contribute towards causing a moral panic. What is a moral panic and how do headlines like this one help to create fear in society? 3. Fox News, The Sun (the best-selling tabloid newspaper in Britain) and The Times (The best-selling broadsheet newspaper in Britain) are all part of one man’s media empire. Some people say that this results in the monopolisation of the media messages we receive. Can we trust the media if different media outlets can represent the views of one very powerful person? 4. Read the following article: http://www.theguardian.com/media/2015/ jan/11/fox-news-steven-emerson-birmingham-muslims Listen to the information given to us by the Fox News ‘terrorism specialist’. Write down anything that you think may not be a true reflection of the situation in Birmingham and Britain.

3-4 To understand how 1. Read #foxnewsfact and write down all the words that represent language can be Birmingham in the poem. Then write down all the words that represent used to challenge Islam? stereotypical representations. • What does your first list of words tell us about Birmingham? • What does your second list of words tell us about Islam? • How many of the words associated with Islam have negative connotations? What affect do the following lines from the poem have on the reader? “there’s camels at the bus stops and the pubs are wearing burqas.” What do we notice about the way the words from our lists are juxtaposed against each other? Why does the poet decide to do this? How might this poem reflect the way in which some media organisations represent minority groups in Britain?

To understand how 1. Read The Émigrée and identify any words or phrases that may be language can be used in media reports of a war torn country. used to represent places and times that The poet describes a city that she remembers as a child, one of the contribute to identity metaphors she uses is: ‘the city’s brutal tyrant rulers are a sickness’. construction. What kind of images would you expect to see in news reports about the city the poet describes? The poet uses lightness and shade to contrast her nostalgic memories with the reality of the war torn city. Can you think of a memory that you have that may be represented in your mind as, funnier, happier, more beautiful than it actually was? Why do we embellish some of our memories when we tell others our stories? Can you identify 4 lines form the poem where the poet has used lightness and shade in describing her homeland? What affect does this 50 have on the reader? Scheme of Learning Poetry Section See also www.globalschools.org.uk/english for detailed activities

Global Learning Opportunities

4. Does this help us to explore #foxnewsfact can help us develop our understanding of the nature intercultural understanding, of prejudice and discrimination and how they can be challenged and challenge stereotypes and promote combatted. multiple perspectives? The Émigrée helps us think about people who are displaced around the world and can lead to discussions about dual heritage and identity construction.

2. What does this tell us about Over exposure to some media representations of groups and individuals social justice, inequality and power can lead to different groups in society being stereotyped in a negative relationships? way.

Considering SMSC Key learning

SPIRITUAL MORAL SOCIAL CULTURAL SP2. Learn about M4. Investigate moral S4. Show respect and C2. Understand and ourselves, others and and ethical issues and tolerance to those with appreciate the different the world around us. offer reasoned views. different faiths and cultures within school beliefs. and regional, national and international communities.

Considering Values and Attitudes

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

MUTUAL Understand that different faiths and beliefs (or none) should be accepted and not be RESPECT: the cause of prejudicial or discriminatory behaviour.

Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace; Solidarity

6. Peace and Conflict Resolution

7. Fostering Values and Attitudes 51 8. Active Citizenship and Participation

PLANATIONS FOR GIVE EX YOUR A YOU NSWE REFLECTREFLECTIONION TOTOOLOL CAN RS?

POETRY SECTION MISREPRESENTATION AND STEREOTYPING

SMSCSMSCC/ BRITBRB ITIISSH VALUUES CA ? N Y ERS OU P NSW ROVID OUR A E EXAMPLES TO SUPPORT Y #foxnewsfact By Steve Pottinger

Fox News got an expert in are both best on the attack to tell them about terror you see Birmingham’s gone Muslim he said he had some beans to spill it’s a #foxnewsfact and then he made this error if you ever needed evidence the boats in Gas Street basin his analysis is cracked are all learning the Koran he told them Birmingham’s gone Muslim Chiltern Mainline runs from Moor St it’s a #foxnewsfact to north Afghanistan there’s a fatwa on pork scratchings he’s seen the Mecca Bingo halls and the priests have all been sacked and put two and two together you see Birmingham’s gone Muslim then come u with 5, or 49, it’s a #foxnewsfact he’s really not that clever he thinks Aston’s twinned with Al-Qaeda if the Queen visits, she must grow a beard it’s a global terror pack a man must be her minder now that Birmingham’s gone Muslim and she must walk five steps behind it’s a #foxnewsfact one of the Peaky Blinders it’s nice to have her over he’s sure the call to prayer in Rackhams’ but we’re glad when she goes back rings out from New Street’s minarets you see Birmingham’s gone Muslim the hajj happens in the Bullring it’s a #foxnewsfact where Hezbollah have just met with Ozzy and Black Sabbath you may be thinking to yourself about laying down some tracks can all of this be so? because Birmingham’s gone Muslim Is Mosely full of mullahs it’s a #foxnewsfact and I didn’t know? A caliphate with chips and peas? the jihadis hang out in the sunshine Does such a thing exist? that fills Paradise Circus Well, Fox News got an expert in. there’s camels at the bus stops Would you really question this? and the pubs are wearing burqas Just sit back and gawp in horror the city’s motto ‘Death to infidels’ at a world that’s out of whack has the pizazz that ‘Forward’ lacked when he tells you Birmingham’s gone Muslim you see Birmingham’s gone Muslim it’s a #foxnewsfact it’s a #foxnewsfact you see Birmingham’s gone Muslim it’s a #foxnewsfact the M6 has madrassas you see Birmingham’s gone Muslim at J4,5,6 and 7 it’s a #foxnewsfact the Spaghetti Junction slip-road is a hotline straight to heaven #foxnews (#lies) and we all wear Muslamic ray guns #fox news (#fear) strapped onto our backs #foxnews (#cometobirmingham) you see Birmingham’s gone Muslim #foxnews (#illridewithyou) it’s a #foxnewsfact #foxnewsfact